Alleviating alternative conceptions and conceptual difficulties of energy in grade 10 mechanics using contextual-conceptual-formal understanding

Abstract EN

This study investigated learners’ alternative conceptions of energy and the instructional approach in ameliorating these alternative conceptions and conceptual difficulties.

The research sample consisted of fifty five (55) learners enrolled at a South African high School situated in a rural village, in the Gauteng Province.

A pre-test/ post-test comparison group design was followed.

Data analysis was carried out by the use of the average normalized gains.

The questionnaire that served as pre- and post-test probed into learners' alternative conceptions of energy.

The effectiveness of the intervention was indicated by the amount of conceptual change accomplished that followed from a calculation of the normalised learning gain.

The instructional approach that progressed from contextual to conceptual to formal understanding was proved to be effective with an average normalised learning gain of 50%.